While I see behaviorism as a relevant theology in terms of motivation, as well as behavior reinforcement and modification, I noticed that it did little to facilitate students’ retaining and recalling information. This is widely due to its lack of focus on brain processes and research. Cognitive learning theories, on the other hand, focus primarily on the brain processes, centering on higher-order thinking and memory. Forming numerous connections is the key to long term memory and recall. Therefore, as cognitive learning theories suggest, forgetting information merely means a person forgets how to get to the information in the brain, not that the information no longer exists. While keeping to this theology, many of the technology resources I examined this week coincide with the fundamentals of cognitive learning theories. These technologies integrate multiple senses in presentations and simulations to improve learning (Laureate Education Inc, 2009).
Concept mapping is a practice used by most teachers, but is generally relegated to reproducible pages from a workbook. Computer programs, such as Inspiration/Kidspiration, allow students to interact with the concept map by building one or modifying an existing one. In terms of cognitive learning theory, concept mapping replicates the information process model in that it uses visual stimuli to allow the learner to make a variety of connections (Laureate Education Inc, 2009). As a cognitive tool, the concept map provides a way to present information and organize knowledge by establishing relationships between concepts (Orey, 2001).
A cognitive tool I found to be very interesting was virtual field trips. I had heard of them before, but admittedly had trouble understanding how engaging they could be. After watching a few examples, I was able to see them as rich episodic experiences during which students can make real connections to textbook information and prior knowledge (Laureate Education Inc, 2009). It was fascinating to see the possible activities that could be extended from these field trips, especially in regards to critical thinking activities and creating artifacts to display their new understanding. It is especially appealing to a teacher from a district with little money to physically go to these places.
Other than concept mapping and field trips, it seems like Excel programs are very popular with educators. As I have seen, the spreadsheet program is less labor intensive and more efficient, allowing students to focus on the solution instead of tedious calculations. It is even more impressive for students to watch these spreadsheets turn into graphs. By engaging students in this way, they will have more time to analyze the data and make hypotheses or conjectures about further studies that can be done. I feel as if Excel has its place in the classroom after the students have already mastered the tedious calculation. On the other hand, the adult/real world affords us with calculators and formula-driven spreadsheets. Maybe then this “engages students in a realistic experience that provides intrigue as well as depth of knowledge,” (Orey, 2001).
The cognitive technology learning tools that I use most often in my classroom are multimedia. United Streaming, Google Video, BrainPOP, and other various online resources provide graphics, sounds, advance organizers, and more to the curious learner. “Multimedia is very effective because it helps [students] both activate prior knowledge and develop a mental model to help them understand new information,” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 82). As I said before, these multimedia resources integrate multiple senses into the learning process and adjust to numerous learning styles. Students can construct meaning in a way unique to themselves, combining cognitive, emotional, and physical aspects of learning (Orey, 2001). Games and simulations allow direct user participation, constant decision-making, and a period of reflection and analysis.
After two weeks of study, I can already see the benefits of applying more than one learning theory in my classroom. Each has its own purpose and should used at different times. However, as I am realizing quickly, it is in a teacher’s best interest to understand the fundamentals of each theology to be better equipped to deal with today’s learners.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Joe,
ReplyDeleteAs I was reading through your blog I became very interested in your thoughts regarding the use of excel in the classroom for mathematical purposes. At the beginning of this section you talked about how efficient it is for excel do the tedious calculations and create graphs for the students. My question to this thought is whether or not students will truly understand what Excel did for them. It was only after finishing this paragraph that I realized that you and I have a similar view regarding this matter. Having Excel do the calculations and make the graphs should be done after the students have mastered the skill themselves. I worry that this step is skipped due to time restraints or thoughts of how much students will benefit from Excel. In my opinion students need to understand how to do the calculations and make graphs before they can truly interpret what Excel did for them.
I do understand your point regarding the real life scenario. There are many benefits tied into using Excel. However, I still believe that in order for our students to understand how to use Excel tools to the best of its abilities, students need to have prior experience and understanding of the calculations and graphs they are creating.
It's good to know someone agrees with me. After reading and watching the resources from class, it seemed like everyone just feels that we should just blindly use technology without thinking about the implications pertaining to understanding skills. I'm sure this is not really the case, but at no time do they mention that the "tedious" skills have already been mastered and now students use the program to focus on the solution. The student creates a formula, but the computer does all the work.
ReplyDeleteOn the other side of this, as I mentioned before, I do see that more time can now be taken to focus on using the spreadsheet data within extended lessons. Graphing tools are also a perk of the program so students can see a visual display of the data.
I feel like it is somewhat of a passing fad though that technology is highlighted so heavily. Granted it will be part of our daily lives forever now and it makes life more efficient, but there is still an understated emphasis on a person's ability to communicate and think through problems without technology in the workplace that should be discussed more often. But in terms of educating our students, we have a duty to prepare them first to do this without technology then bringing in the technology to show them another method of solving and analyzing.
Your posting was rather in site full. I too, am learning about the different things that Excel can do within the class room. In last week's reading Dr. Orey (2001) stated that "students can construct meaning in a way unique to themselves, combining cognitive, emotional, and physical aspects of learning." This is so true! I have always heard about and saw concept maps but never created one before or even given it as a classroom assignment, but last week I tried it within the classroom and it was great! I was so floored to see how the maps were able to reinforce ideas in the book "Clear Light Of Day". The diagrams that were created by Webspiration and bubbl by the students put my concept map to shame. Students are very creative, and when they like what they are doing you can see how they are able to analyze and synthesize the information.
ReplyDeleteYou stated you heard about virtual field trips but did not really understand until now. You and me both. At least you heard about. I thought it was interesting but I don't think it has room for English. Am I wrong? I think I appreciated it more after I watched the course video on Virtual Field Trip
I really liked and appreciated learning about cognitive theories, because it helped me to be mindful of how the brain works and the impact of proper connection for retrieval of information.
Joe,
ReplyDeleteAs I continue to discover more about student learning and the ability to retain information within each subject, I've become more and more fascinated with the various strategies that can be implemented to maintain important information in our students' long term memories. Today's classrooms are comprised of digital native students and often their technology skills tend to surpass their teachers/instructors. As a result, I find that technology is a wonderful way to engage our learners and assist in their understanding of the concepts presented in class. Dr. Michael Orey highlighted the importance of one form of technology, concept mapping tools, as they "replicate the network model of memory" (Laureate Education Inc., 2008). Dr. Michael Orey further explained that concept mapping tools "allow students to create nodes to record an idea and then draw lines to connect that node to other nodes" (Laureate Education Inc., 2008). As a result, this technology tool works well for students of visual, kinesthetic, and auditory learning styles as it helps learners "visualize ideas and connections between ideas" (Laureate Education Inc., 2008). As we continue in progress in the areas of technology as well as understanding the cognitive learning abilities of students, we need to realize the importance of uniting these two concepts to work cohesively for the success of all students.
I also agree that various forms of multimedia are effective ways to engage students of all learning styles while assisting the students in comprehending the concepts better. Like you, I often use BrainPop, BrainPop Jr., United Streaming, as well as many multimedia resources that are offered through our curriculum companies. Utilizing multimedia resources in the classroom enables the visual, auditory, and kinesthetic learner to thrive in the classroom due to the implementation of images, sound, and motion throughout the presentations, games, activities, and manipulatives. Pitler, Hubbell, Kuhn, & Malenoski (2007) highlight that multimedia tools can also be utilized as an "engaging advance organizer and a tool for practice" (p. 85). As you mentioned, multimedia tools are multifaceted as they possess information for all learning styles just within one activity, video, or game, resulting in better understanding of the material.
Melissa Smith
References
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Joe,
ReplyDeleteAlthough I agree with you statements about the need to engage the brain processes in the learning cycle, I feel that behaviorism plays a more signifigant role in overall learning than many people give it credit for.
Not just the use in classroom amanagement and behavior control or the reward, punishment, discipline areas, but also in basic facts, drills and skills, and basic everyday "stuff" a person needs to know.
The important part is that the behaviorist and cognitive are actually used in conjunction with each other and not seperately in order to work most effectiviely.
Although it might not be as interesting as other stuff, learning your scales on the piano is neccesary, as are your times tables and the alphabet. The cognitive comes into play when we take these basic facts and broaden them out using our brains to make them more embedded within ourselves.
We take the rote piano scales and start teaching a simple variation by adding and rearranging notes, then gradually, as the students improves, we get more intricate and complex until the student can make their own interpretations.
Behaviorism and cognitivism work together.
take care
Rob Zingg